LCI lb 



THE ©T^TE 



AND 



Higher Education. 



" No system of public education is -worth the name of National 
[Statel unless it creates a great educational ladder, with one end in the 
gutter and the other in the University."— //?/Wo'- 

" Careful public provision by the people for their own system of 
advanced instruction is the only Republican and the only Democratic 
method."—^. V. White. 

"The public schools find their logical sequence in the Univer- 
sity."— yii^w^J B. Angetl. 



COMPILED BY 



H. Iv. W^IIvOUS, Nl. Sc. 

Of the Class of '82. 

OHIO SXAXB UNIVERSITY. 




o 



5/ 



I C n IT 



69862 



ACKNOWLKDONIKNTS. 



The compiler of the facts here given has gleaned from 
every source available. There is scarcely anything original — 
nearly everything is quoted, and what is not quoted is largely 
condensed from what has been said by others. Almost every- 
thing is from Prof. Blackmar's " History of Federal and State 
Aid to Higher Education," published by the United States 
Bureau of Education. Acknowledgments are due to The 
EncyclopGedia Britannica, The Statesman's Year Book, 
Thwing's American Colleges, Stimson's American Statute Law, 
Boone's Education in the United States, Addresses and Reports 
of Presidents Orton, W. Q. Scott and W. H. Scott, of the Ohio 
State University ; also Addresses of Presidents Oilman, White, 
and Angell ; the Statutes and Constitutions of many of the 
States, Articles in the N. A. Reviezu by President Oilman and 
Rossiter Johnson, the New York Tribune^ and Lord's " Beacon 

Lights of History." 

H. L. W. 



CONTKNTS. 



I. National Aid to Highkr Education. 

1. Foreign Precedents — Aid by Nations almost uni- 

versal. 5 

Chaldea, Alexandria, Greece and Rome, Char- 
lemagne, Middle Ages, England, Germany, 
Austria-Hungary, Brazil, Chili, China, France, 
Greece, Gautemala, Italy, Japan, Netherlands, 
Persia, Spain, Sweden, Norway, Switzerland, 
Venezuela, Australasia 5-8 

2. The American System 9 

1. Colonial Period, and Methods — taxed them- 

selves to support their colleges 9 

2. The National Government and Higher Edu- 

cation — has given over $^0,000,000 for 

its advancement 10 

a. Opinions of Statesmen — they favor Federal 

or State aid. — Franklin, Washington, 
John Adams, Jefferson, Madison, Mon- 
roe, John Quincy Adams, Edward Everett, 
Daniel Webster, Governor Seymour 10-12 

b. Legislation 13 

1. Indirect aid : to the States 13 

1. Land Grants, Seminary and Agri- 

cultural College Grants 13 

2. Money Grants, and other special 

grants to the States, — Distribu- 
tion of surplus, percentage on 
sale of lands, swamp lands, 
lands for internal improvements 15 

2. Direct aid : to various institutions. ... 16 

3. Summary 16 



VI CONTENTS 

3. The States and Higher Education — have 

given $jo,ooo,ooo toward higher education 17 

1. The Ordinance of 1787, and its meaning 17 
The Constitutions of Ohio, Indiana, 

Illinois, Michigan, and Wisconsin.. . . 18 

2. General Policy of the States — provide in 

their Constitutions for State Universities 20 

3. Policy of the Western States — levy a tax 

for the support of State Universities.. 22 
Nevada, Nebraska, Michigan, Wisconsin, 
Kansas, Kentucky, Colorado, Oregon, 
Indiana, California. Summary 22-26 

4. Financial Aid given by the States to 

Higher Education; Ohio twenty-sixth 
on the list; Graphical Representation ; 
table of aid given, population and 
assessed wealth of the States 26 

5. Official names, location, and statistics of 

Land Grant Colleges 28-31 

6. Statement of Endowment and Property 

of principal colleges and universities 

of the country 32 

II. What is Higher Education Worth ? 

1. Proportion of college-bred men in the country — 

one per cent 33 

2. Carnegie and the Success of College Men in 
Business. Opinion of H. T. Sloane, Wm. W. 
Astor, Richard A. McCurdy, L. C. Murray, 
Chauncey M. Depew, Jas W. Alexander, A. S. 
Hewitt, Brayton Ives, J. E Simmons, President 

• Tappan, President Nash, E. S Auchincloss, 
Erastus Wiman 34-36 

3. The College Man in Office — holds 50 per cent. 36 

4. Education of the Presidents — Jo per cent, col- 

lege-bred 37 

5. Gifts of Rich Men — their estimate of the value 

of higher education 38 

6. The Scholar In and Out of College — the leader 

in college leads in life 39 



CONTENTS vii 

7. The Scholar and the World's Progress — he 

moves the zvorld. 42 

III. What Should Ohio Do? — Establish and main- 
tain a great University. 

1. The Need of a Great University 45 

2. The Moral Duty of the State 46 

3. What the Spirit of our Institutions and the 

Age Demand . 47 

4. What Good Economy Demands 47 

5. What is Necessary for a Great University 48 

6. The Most Effective Aid to a University 49 

7. The Legal Duty of the State 50 

The Governor's Message 50 

The Presumption from the Seminary Grants ... 53 
The Trust Accepted by the State ; its terms 

and its fulfillment 53 

Chief Justice Selwyn N. Owen's Statement of 

the State's duty 54 

President White's Enumeration of the State's 

Duties 55 



1. National Aid to Higher Education. 

I. FOREIGN PRECEDENTS. 
Governmental Aid to Higher Education is Almost Universal. 

" State education is found among the oldest institutions of 
history. The great universities of ancient and modern times 
have received government support. The Academy at Athens 
and the Universities of Alexandria and Rome testify to this 
assertion ; let Bologna and Paris, Pisa and Salamanca, Oxford 
and Wittenberg, Leyden and Berlin, bear witness to the foster- 
ing care of the respective governments under which they have 
existed. The great libraries of the world have been creations 
of government. The ancient libraries of Assyria and Egypt, 
and the modern collections of the Vatican, of London, of Paris, 
Berlin, and St. Petersburg were established and supported by 
governments." 

Chaldea. Assur-bani-pal collected the ancient and modern 
writings of his time and formed them into a library to be used 
as a basis for national education. He provided for the educa- 
tion of the priests and scribes, and the interpreters of the law. 
He set aside a part of his great palace for a school of learning. 
To the educational zeal of this monarch, we are indebted for 
the ancient writings that have been transmitted through thou- 
sands of years. 

Alexandria for six hundred years was the abode of men of 
learning. Here the Ptolemies instituted a system of higher 
education and libraries such as had never been seen before. 
Here was the first great University. Ptolemy founded a col- 
lege, and endowed its professors. As time passed, other col- 
leges were added, and eminent men called to fill their chairs. 
The influence of this university was felt in Greece and Rome 
and subsequently throughout Europe. 

Greece and Rome. "The education of Sparta was wholly 
of the State and for the State." The Academy at Athens was 
originally of an entirely voluntary character, "but when it was 



— 6 — 

under the empire of Rome, the great emperors endowed it." 
Athens long continued to be the great seat of learning, and here 
flocked the youth of the Roman Empire to receive the highest 
intellectual training of the time. " Constantine, the Great, en- 
couraged learning and many of his successors endowed insti- 
tutions." Theodosius and Valentinian organized the teaching 
of Constantinople by appointing a complete corps of professors. 
Here about 850 a free university was founded, distinguished 
teachers appointed, and special teachers in the sciences were 
paid out of the public treasury. 

" At Rome, the University originated under Vespasian 
(64-79 A D)," and from his time fixed salaries and senatorial 
rank were attached to certain chairs in the Athenaeum. Under 
the Caesars, " in all the cities of the Roman world the educa- 
tion of youth was intrusted to masters of grammar and rhetoric 
who were supported at public expense, and distinguished by 
many lucrative and honorable privileges." At the University 
of Rome, in 1514, the salaries of its hundred professors were 
paid by the government. 

Charlemagne established a system of free schools in the 
towns throughout the empire, and founded the famous Palatine 
school, which was designed especially for the education of the 
government officials and their children, but was free to all who 
desired learning. Pavia, Paris and Bologna received from him 
especial privileges, and became great educational centers from 
which great universities afterward sprang up. " And whether 
his school at Paris be called a university or not, he laid princi- 
ples of which a university is a result in that he aimed to edu- 
cate all classes, and undertook all subjects of teaching " 

Middle Ages. " The education of the clergy and laity, 
church education and civil education were both in the hands 
of the State." The University of Paris was chartered by 
Philip Augustus in 11Q9. The University of Bologna by Fred- 
eric I, in 1 158. Frederic II, founded the University of Naples, 
called its professors, and granted to some, if not to all, salaries. 
" The university was founded by the State solely, and was un- 
der the control of the sovereign, while the professors were freed 
from taxes and from military service, and had other immuni- 
ties granted them." 

" From this time the golden age of universities com- 



menced ; and it is hard to say whether they were favored more 
by their sovereigns than by the see of Rome." The funds for 
the support of these great universities came from the masses of 
the people, whether they were gifts of king or pope. 

England. The great universities of England were patron- 
ized by kings. Alfred founded a school at Oxford, and King 
John chartered the university. The Henrys and Edwards 
favored them, and patronized them. Cambridge was founded 
" for the better services of church and State." 

Holland. " The University of Ley den was created and 
endowed by the Dutch Republic." 

Germany. " As early as 1794 the common law of the 
Prussian States declared schools and universities to be State 
institutions, and set up a system of laws controlling the whole 
plan of instruction." The seat of the government soon had a 
great university, and Berlin now has the greatest direct power 
of all the universities of Europe. In 1874, it received 1^242,000 
from the Prussian Government. 

" The University of Prague was founded by Charles IV in 
1348," who " called from different parts of the educated world 
learned professors in the several departments, giving endow- 
ments for their support." Other universities followed, endowed 
by the State or the church, until now no less than twenty-one 
are distributed ov^r Germany. "77/<? State bears y2 per cent 
of their cost.'''' 

Austria- Hungary.^ granted in her budget for 1890, $300,000 
for higher education, one-ninth of her total expenditure for 
education. 

BrasilQ.ontxoX'S, higher education and maintains two schools 
of medicine, two of law, a military and naval school, a school 
of mines and a polytechnic school. 

Chili provides both higher and elementary education gra- 
tuitously at the cost of the State. The higher education is pro- 
vided for in the University of Santiago, where law, mathemat- 
ics, medicine and fine arts are taught. Normal, agricultural 
and other special schools are provided. 

China has a government-supported college at Pekin, 
where the English, Fiench, German and Russian Languages, 
Mathematics, Astronomy, Meteorology, Chemistry, Natural 



— 8 — 

History, Physiology, Anatomy, and Western Literature are 
taught by European and American professors, while at the same 
place the Chinese education is taught by Chinese professors. 
There are also government military and naval colleges. 

France. Public education in France is entirely under the 
supervision of the government. The highest schools or uni- 
versities go by the name of " Faculties of the State," there be- 
ing 15 of letters, 13 of rights or law, and 6 of medicine. In 
i885-'86, she allowed ^2,300,000 for higher education ; in 1886- 
'87 $2, 290,000, and in i888-'89, $2,400,000 ; and in the latter year 
$1,000,000 for secondary education. 

Greece^ in 1885, contributed nearly $600,000 to higher and 
middle education. 

Gautemala^ in i887-'88, spent over $270,000 for higher and 
middle education. 

Italy. The State regulates public instruction, both higher 
and lower, and maintains, either entirely or in conjunction 
with the communes and provinces, public schools of every 
grade, — including her Universities. 

In i886-'87 there were 21 universities, 49 special schools, 
4 mining schools, 161 industrial and commercial schools, 14 
government academies and institutes of fine arts, and 6 gov- 
ernment institutes of music. These, all together, have more 
than 40,000 students. 

Japan^ the university is supported by the government, 
as is the bulk of all the higher and elementary education. 

Netherlands^ in the four years i884-'85-'86-'87, contributed 
over $6,500,000 to higher education, over $1,500,000 per year. 

Persia has a great number of colleges supported by public 
funds, in which students are instructed in religion, and Persian 
and Arabic Literature. 

Spain^ by her government, supports various special schools 
of Engineering, Architecture, Agriculture, Fine Arts, Music, etc. 

Sweden provides, for higher education, 96 public schools 
of three grades, and two universities, at which all instruction is 
free. 

Norzvay^ the University of Christiana, has an annual sub- 
sidy from the government for over $125,000. 

Switzerland. All higher education is supported mainly by 



— 9 — 

the German and Protestant Cantons. There are primary col- 
leges, and industrial schools in the capital of nearly every can- 
ton, and five universities, with a great federal polytechnic 
school at Zurich. 

Vejieznela has two universities, twenty federal colleges, 
nine national colleges, and one polytechnic school. Their cost 
to the nation is $150,000 annually. 

Australasia. The University of Sydney receives ^60,000 
annually from the government of New South Wales. In 1888- 
'89, New Zealand granted $64,000 to her industrial schools. 
The University at Melbourne receives over $80,000 annually 
from the Victorian Government. 

II. THE AMERICAN SYSTEM. 

I. COLONIAL PERIOD AND METHODS. 

The Colonists Founded Colleges and Assisted in their Support by 
Levying Taxes upon the People. 

" The first colonial colleges, such as Harvard, William fnd 
Mary, Yale, Columbia and Dartmouth were practically pat- 
terned after the old classical schools •**-;< b^t lackinsf 
in endowment, * * ^ the colonial governments came im- 
mediately to their assistance, particularly in New England, and 
furnished a revenue by means of taxation." 

" In every instance in which the colonial governments 
touched upon education, they considered it a legitimate 
function and part of their solemn duty to create schools, 
control them if need be, and support them when necessary. Par- 
ticularly was this true of higher institutions of learning." 
"Schools of lower grade might be carried on by single efforts 
of individuals," but a school of learning required special con- 
trol and supplementary aid from the State. " They exempted 
members of colleges from military duty and from taxation, and 
having created colleges, freed their property from taxation and 
assisted Wi^rxv in their sttpport hy levying taxes upon the people.'''' 

After the Declaration of Independence, sentiments began 
to be expressed in favor of universities created, controlled and 
supported by the State. Pennsylvania, in her constitution of 
1776, provided for the support of one or more universities. 



— 10 — 

North Carolina followed with a similar provision. Many of 
the other States adopted the same measure, either by constitu- 
tional provision or by legislative enactment. Harvard College 
was aided both by permanent money endowments by the State, 
and by funds raised by taxation. Yale received a permanent 
tax endowment, and special appropriations of land and money. 
Columbia received special grants of land and money. The 
University of Virginia received grants of land and permanent 
tax endowments. Georgia granted a large land endowment; 
South Carolina made a permanent tax endoivment^ and Maryland 
did the same for her first two colleges. 

2. THE NATIONAL GOVERNMENT AND 
HIGHER EDUCATION. 

a. OPINIONS OF STATESMEN. 

The Fathers of the Republic Favored State and National Aid to 

Higher Education. 

Franklin. In 1743 Dr. Franklin drew up an elaborate plan 
for an academy, and in 1749, published an essay on " Proposals 
Relative to the Education of Youth in Pennsylvania." The 
next year, in a petition to the Common Council of Philadel- 
phia for aid, he stated the objects to be: 

1. That youth may receive a "good education at home, 
and be under no necessity of going abroad for it." 

2. That persons may be prepared for civil offices. 

3. That persons may be prepared to teach country schools. 

4. That it would be an advantage to trade to have such a 
school at Philadelphia. 

The Council responded, and the academy started became 
the basis for the University of Pennsylvania, which was formed 
under the article of the Constitution of 1776, which provided 
for " one or more universities." 

"Washington, in his first message to Congress said : " There 
is nothing more deserving your patronage than the promotion 
of science and literature," and suggested that the promotion of 
so desirable an object either by the institution of a Nation- 
al University or otherwise, should be a subject of their deliber- 
ations. In 1796 he urged further the establishment of a Na- 



— 11 — 

tional University and said: " Our country contains many Sem- 
inaries of learning highly respectful and useful; but the funds 
upon which they rest are too narrow to command the ablest 
Professors in the different departments of liberal knowledge." 
In his Farewell Address he says : " Promote, then, as an ob- 
ject of primary importance, institutions for the general diffu- 
sion of knowledge." His desire for the liberal education ot his 
countrymen again led him to write in his will : " My mind has 
not been able to contemplate any plan more likely to eflfect the 
measure than the establishment of a University in a central 
part of the United States, to which the youths of fortune and 
talent from all parts thereof may be sent for the completion of 
their education in all branches of polite literature, in arts and 
sciences, in acquiring knowledge of the principles of politics 
and good Government." And he also bequeathed fifty shares 
of the Potomac Company " toward the endowment of a Uni- 
versity to be established within the limits of the District of 
Columbia under the auspices of the General Government, if 
that Government should incline to extend a fostering hand 
toward it." 

John Adams commended Kentucky for "The wisdom and 
generosity of the Legislature in making liberal appropriations 
in money for the benefit of schools, academies and colleges," 
as being " an equal honor to them and their constituents, and a 
proof of their veneration for letters and science." 

Jefferson asked that there be inscribed on his tomb : 
" Thomas Jefierson, the author of the Declaration of Inde- ^ 
pendence and the founder of the University of Virginia." He j 
laid down the principle that " the University is as much a pub- \ 
lie trust as is the primary school." His plan in committee of \ 
the General Assembly of Virginia in 1776 provided a system | 
for the whole State, including primary schools, grammar 
schools and a University. 

Madison favored the insertion into the United States Con- 
stitution a provision specially authorizing Congress to estab- 
lish a National University, and in his second message to Con- 
gress, said : " It is evident that the means of diffusing and im- 
proving useful knowledge form so small a proportion of the 
expenditures for National purposes, I can not presume it to be 
unreasonable to invite your attention to the advantages of su- 



— 12 — 

per-adding to the means of education provided by the several 
States a seminary of learning institnted by the National Leg- 
islature, * * * * the expense of which might be defrayed or 
reimbursed out of the vacant grounds which have accrued to 
the nation." 

Monroe "was very pronounced in favor of the promotion of 
intelligence by wise legislative measures, and so expressed him- 
self at different times to Congress." 

John Quincy Adams says in his first annual message : "If 
these powers * ''^' * in the Constitution may be brought into 
action by laws promoting * * =i^ * * the advancement of liter- 
ature, and the progress of the sciences, ornamental and pro- 
found, to refrain from exercising them for the benefit of the 
people themselves would be to hide in the earth the talent com- 
mitted to our charge, would be treachery to the most sacred 
of trusts." 

Edward Everett speaking to Massachusetts says : " We do 
ask you to reject the narrow, and as we think, the pernicious 
doctrine that the colleges are not equally with the schools en- 
titled to your fostering care. This, sir, is not Massachusett's 
doctrine. It is not the doctrine of the Pilgrims. This Com- 
monwealth was founded by college-bred men, and before their 
feet had well laid hold of the pathless wilderness they took or- 
der for founding an institution like those in which they had 
themselves been trained, the Universities of Cambridge and 
Oxford, in England * * * * * It never entered into their im- 
aginations that academic education, less than school education, 
was not the interest of the entire people." 

Daniel Webster thus expressed himself concerning the or- 
dinance of 1787: "I doubt whether one single law of any 
law-giver, ancient or modern, has produced effects of more 
distinct, marked, and lasting character than the Ordinance of 
1787. * * * * It set forth and declared it to be a high and 
binding duty of Government to support schools and advance 
the means of education." 

Governor Seymour: " Nothing can be more mistaken than 
the idea that the public has no interest in anything more than 
what is called primary education, and that all beyond this is a 
matter of individual concern. If it is true that the intelligence, 



— 13 — 

the virtue, and the prosperity of society demand that some be 
highly educated — if the interests of persons and property are 
promoted by this — then the public welfare calls for schools 
where they can be taught. If this education, by its very na- 
ture, makes the student through life, whatever his business 
may be, a living light-house, shining for the good of all, it is 
not unjust that such education should be in some degree at the 
public cost." 

b. LEGISLATION. 
I. INDIRECT AID TO THE STATES. 

The National Government Has Given Over $40,000,000 
For Higher Education. 

I. Land Grants^ Seminary and Agricultural College 
Grants. 

In 1783, Rufus Putnam prepared a petition, signed by 
soldiers of the revolution, asking, that if Virginia ceded her lands 
north of the Ohio River to the United States, for the common 
benefit, after lands had been devoted to the payment of sold- 
iers for services in the war, the remaining lands should belong 
to the State to be used in " laying out roads, building bridges, 
erecting public buildings, estalishing schools and academies^ 
etc." The same year Colonel Bland moved in the Continental 
Congress to accept the Virginia propositions, and that one-tenth 
of the territory was to be used for various purposes, including 
the ^''founding of seminaries of learning . " This was referred to a 
committee and never came up again. The petition having failed. 
General Putnam and General Tupper called a meeting at Bos- 
ton in March, 1786, at which time the Ohio Company was or- 
ganized, and a memorial presented to Congress, which was 
reported on by a committee recommending that one section in 
each township be reserved for common schools, one for religion, 
and four townships for an tmiversity. Congress thought this 
too much, and a compromise was effected by reserving one sec- 
tion for common schools, one for religion and two townships 
for the support of " a literary institution, to be applied to the 
intended object by the legislature of the State." 

A bill was passed ordering a contract to be made accord- 



— 14 — 

ingly with the Ohio Company, and the ordinance of 1787 was 
passed for the government of the territory northwest of the 
river Ohio. 

In the same year, John Cleves Symmes formed a company 
for settlement in the Northwest Territory, and contracted for a 
large tract of land, with the reservation of one township for 
an university. 

At this time some of the great men of the Constitutional 
Convention were anxious to provide for higher education in 
the constitution itself Pinckney introduced a plan for a consti- 
tution, with a provision that Congress should be authorized "to 
establish and provide for a national university, at the seat of 
government of the United States." Sometime later, in the dis- 
cussion of the proposed powers of Congress,- Pinckney, sup- 
ported by Madison and Wilson, proposed a like provision, but 
Governeur Morris, said : " It is not necessar>'. The exclusive 
power at the seat of government will reach the object," and so 
it was dropped on the ground that Congress already had the 
power. 

In 1803 Congress extended the privileges of the ordinance 
of 1787 to the States in the Mississippi Valley, and granted one 
entire township for the support of a seminary of learning, and 
on admission at least another, so that after 1800, every State 
except Maine, Texas and West Virginia has received two or 
more townships for the purpose of founding a university, as see 
below : 

STATEMENT OF LANDS GRANTED BY CONGRESS FOR THE PUR- 

P0<^ES OF HIGHER EDUCATION, NOT INCLUDING 

THE AGRICULTURAL LAND GRANTS. 

Ohio 69,120 acres 

Tennessee 200,000 " 

Indiana 46,080 " 

Illinois 46,080 " 

Missouri 46,080 " 

Alabama 46,080 " 

Mississippi 46,080 " 

Louisiana 46,080 " 

Michigan 46,080 " 

Arkansas 46,080 " 

Florida 92,360 " 



— 15 — 

California 46,080 acres. 

Minnesota 82,640 *^ 

Oregon 46,080 " 

Kansas 46,080 " 

Nevada ., . 46,080 " 

Nebraska 46,080 " 

Colorado 46,080 " 

Dakota 46,080 " 

Montana 46,080 " 

Arizona 46,080 " 

Idaho 46,080 " 

Wyoming 46,080 " 

New Mexico 46,080 " 

Utah 46,080 " 

Total 1,595,920 acres 

Various Special Grants 26,963 " 

Total 1,622,883 " 

The total number of acres granted by 

the Agriculural College Land Grants is (see 

table ) further on 9,597,840 acres 

(( 

Total 1 1,220,823 " 

2. Money grants to the States^ and special grants. 

Surplus in 1836 in the National Treasury was ordered to be 
distributed to the various States to be applied to the purposes 
they should see fit. The whole amount distributed was $28,- 
101,645 paid to 27 States, 16 of which appropriated more than 
half of it to education, but it is impossible to tell exactly what 
part went to higher education. 

Percentage on Sale of Lands. So, also, each of the States, 
beginning with Ohio, except Maine, Texas and West Virginia, 
has received from three to five per cent, of the sales of the 
public lands within its borders. This sum had amounted to 
$6,508,819 in 1876, and it is estimated that about $3,000,000 
have been devoted to education, although it is impossible to 
say what part has gone to higher education. 

Swamp Lands. Again, in 1850, swamp lands, amounting 
to nearly 50,000,000 acres, were turned over to the States to be 



— 16 — 

sold, and the proceeds used as the State saw fit. Many of the 
States devoted the proceeds to education, and several to 
higher education, although it is impossible now to tell exactly 
how much. 

La7ids for Internal Improvements. So, again in 1841, and 
by a subsequent amendment, 9,500,000 acres of land were 
granted to the States for internal improvements, of which 3,500,- 
000 acres have been used for school purposes ; but the part that 
went to higher education is not ascertainable. 

Experiment Station Grant and grant of 18 go. By the Act 
of 1887, $15,000 was granted to each State having an Agricul- 
tural Experiment Station. Twenty two colleges, in 1887, were 
closely connected with Experiment Stations, and consequently 
indirectly receive this aid. This amounts to, for the four years 
1887, 1888, 1889 and 1890 $1,320,000; and by the Act of 1890, 
Congress grants $15,000 per year, increased by ;^iooo yearly 
until amounting to $25,000 per annum to each State having 
one or more colleges founded on the law of 1862. This 
makes about $600,000 for 1890. 

II. DIRECT AID TO VARIOUS INSTITUTIONS. 

Georgetown College, Washington, 1833, 

land worth $ 25,000 

Columbian University, Washington, 1836, 

land worth 25,000 

Howard University, Washington, 1885, 

1886, 1887 and 1888 . . . , 71,500 

West Point Military Academy, 1802-1886. 13,789,194 

Naval Academy, 1845-1886 5,000,000 

U. S. Naval Observatory and Library (at 

least) 360,000 

Congressional Library (at least) 800,000 

National Museum, 1857-1888 1,646,672 

Bureau of Education, 1867-1889 814,110 

^22,531,476 

III. SUMMARY. 

To States, Seminary Grants, 1,622,883 acres, 

at least $2,250,000 

" " Ag. Col. Land Grants, 9,597,840 

acres 15,866,371 



— 17 — 

To States, Swamp Lands, at least 811,000 

*' '' Surplus, estimated at 5 per cent. 

for part used for education. 700,000 
*' " Percentage on Sale of Lands, at 

least. 118,790 

*' " Lands for Internal Improvements 

estimated at 5 per cent, of 

pari used for education 175,000 

*' " Experimental Stations andGrant 

of 1890 1,920,000 

$21,841,161 
Directly to Institutions 22,531,476 

$44,372,637 

This is an average of over $900,000 for each State and 
Territory of the United States. Only fourteen States can boast 
•of having done as well for themselves 

III. THE STATES AND HIGHER EDUCATION. 

I. THE ORDINANCE OF 1787, AND ITS MEANING AS 

INTERPRETED BY THE STATES OF THE 

NORTHWEST TERRITORY. 

Three of the Five States Formed From the Northwest Territory, 
Have, by their Constitutions, Interpreted the Provision of the 
Ordinance, Saying: "The Means of Education shall Forever 
be Encouraged," to Apply to Higher as well as Primary Edu- 
cation. 

Whoever was the author of this famous ordinance, those 
most deeply interested in its passage were those who were un- 
remitting in their efforts to secure national aid in the way of 
land grants for seminary purposes in the territory, subject to 
the provisions of the ordinance. The promoters of the whole 
legislation for this territory were educated men, bent on pro- 
viding for higher education no less than primary. It is more 
than probable that the true meaning of its provisions, in the 
minds of the authors and the original beneficiaries embraced 
both higher and elementary education. 
This ordinance says : 
" Sec. 14. It is hereby ordained and declared, by the au- 



thority aforesaid, that the following articles shall be considered 
as articles of compact between the original States and the people 
and States in the said territory, and forever remain unalterable, 
unless by common consent, to-wit : 

^ * >ic <i * * :i^ 

"Article III. Religion, morality, and knowledge being 
necessary to good government and the happiness of mankind, 
schools and the means of education shall forever be en- 
couraged." 

Ohio coiitejits herself by repeating the provision of the 
Ordinance in her Constitiction. 

The Constitution of Ohio, 1802, declares : 

" But religion, morality and knowledge being essentially 
necessary to good government and the happiness of mankind, 
schools and the means of instruction shall forever be encour- 
aged by legislative provision, not inconsistent with the rights 
of conscience." 

{Art. VIII ^ part 0/ section j.) 

The Constitution of Ohio, 1851, reads: 

" Religion, morality, and knowledge, however, being essen- 
tial to good government, it shall be the duty of the General 
Assembly to pass suitable laws to protect every religious 
denomination in the peaceable enjoyment of its own mode of 
public worship, and to encourage schools and the means of 
instruction." 

{Article Impart of section 7.) 

Indiana — Provides for a State Uni~oersity: " It shall be the 
duty of the General Assembly, as soon as circumstances will 
permit, to provide by law for a general system of education, as- 
cending in a regular gradation from township schools to a State 
University, wherein tuition shall be gratis and equally open to 
all." {Constitution of 1816^ Art. /A, Sec. 2.) 

From 1867 to 1873, the State gave to the Indiana Univer- 
sity, $8,000 annually, and from 1873 to 1889, $23,000, and by 
an act of the Legislature of 1883, a " Permajient Endozutnent 
Fund'''' was created for twelve years, by the levy and appropri- 
ation of a tax of one-half of one per cent, on each hundred 
dollars. 

Illinois — Ignores her duty to education: In her educational 
system Illinois was, until recently, far behind the times, so far as. 



— 19 — 

State aid is concerned. She did not recognize that she owed any 
duty to her people in the way of elementary education even, ex- 
cept that her Constitution of 1848 authorized the Legislature to 
exempt certain school and college property from taxation. Her 
Constitution of 1818 did not mention the subject. It was not 
until 1870 that she recognized her duty to education by provid- 
ing in her Constitution of that year, what nearly, all other 
States had done a half or a quarter of a century before, " that 
the General Assembly shall provide a thorough and efficient 
system of free schools, whereby all children of this State may 
receive a good common school education." {Constitution iS'jo^ 
Art. VIII^ Sec. i.) " Slow at first to comprehend the benefits 
of. a higher education * * * * Illinois has at last awakened to 
a sense of her needs, and is now making amends for her lost 
opportunities." 

Michigan — Declares it the duty of the Legislature to pro- 
vide means for the improvement of the University of Michigan: 
In 1817 "when the whole population did not number over 
seven thousand souls, an act was passed by the Governor and 
the Judges providing for the founding of and maintaining a 
University " which was " to be supported by taxation by an in- 
crease of the amount of taxes already levied, by 15 per cent." 

The Constitution of 1835, provided in Sec. 5, of Art. X., 
that " The Legislature shall take measures for the protection, 
improvement or other disposition of such lands as have been 
or may hereafter be reserved or granted by U. S. to this State 
for the support of a University ; and the funds accruing from 
the rents or sale of such land, or from any other source for the 
purpose aforesaid shall be and remain a permanent fund for the 
support of said University, with such branches as the public 
convenience may hereafter demand for the promotion of litera- 
ture, the arts and sciences and as may be authorized by the 
terms of such grant. And it shall be the dtcty of the Legisla- 
ture as S0071 as may be to provide effectual means for the im- 
provement and permanent security of the funds of said Univer- 
sity.'''' 

The Constitution of 1850, by Art. XIII, provides the organ- 
ization of the University of Michigan. 

" In 1873 the appropriation of one-twentieth of a mill on 
each taxable dollar was made for a permanent endowment." 



— 20 — 

Wisconsin — Provides for the establishment of a State Uni- 
versity. The Constitution of 1848, Art. X, Sec. 6, provides : 

" Provisioji shall be made by lazv for the establishment of a 
State University at or near the seat of Government, and for 
connecting with the same from time to time, such colleges in 
different parts of the State, as the interests of education may 
require."' 

Only one University has been established under this provis- 
ion — the University of Wisconsin — founded in 1850. The 
State began to give liberally to the Institution in 1870, and in 
1876 passed a law granting annually the proceeds of a tax of 
one-tenth of a mill on the taxable property of the State, which 
was increased in 1883 one-eighth of a mill. 

2. GENERAL POLICY OF THE STATES. 

A large proportion of the States, by their Constitutions, pro- 
vide tor higher education, and establish State Universities. 

The Constitutional provisions are as follows : 

Education in General: 

"In twenty States the Constitution declares that the peo- 
ple have a right to education, which it is the duty of the State 
to guard and maintain " 

So in eleven, that a general diffusion of knowledge and in- 
telligence being essential to the preservation of the rights and 
liberties of the people, it shall be the duty of the Legislature 
to encourage the promotion of intellectual, scientific, moral, 
social and agricultural improvement : 

Constitution of New Hampshire, 2, 83; Mass., 5, 2. 

Constitution of Indiana, 8, i ; Mich., 13, 11. 

Constitution of Iowa, 9, 2, 3 ; Kan., 6, 2. 

(Declaration of Rights) Maryland, 43; W. Va., 12, 12 

Constitution of California, 9, i ; Nev., 11, i. 

Constitution of Mississippi, 8, i. 
And in three, to cherish the interests of Literature and the 
sciences : 

New Hampshire, Massachusetts, and Tennessee. 
And in eight, to encourage schools and the means of instruc- 
tion : 

New Hampshire, Massachusetts, Maine (8, i. ) 



— 21 — 

Rhode Island (12, i ) Ohio (1,7) Nebraska ( i, 4.) 
North Carolina ( 9, i ) and Texas (7, i.) 
Utiiversities and Higher Education : 

The Constitutions of eighteen States provide for a State 
University : 

Mich. (13, 6, 8) Wisconsin ( 10, 6) Iowa (9, i, 11) 
Minn. (8, 4) Kansas(6, 7) Nebraska (8, 10) 
North Carolina (9, 6, 7) Missouri (11, 5) Texas (7, 10) 
California (9,9) Oregon (8, i ) Nevada (11,4) 
Colorado (9, 12) South Car. ( 10, 9 ) Georgia (8, 6, i) 
Alabama (13, 9) Florida (8, 2) Louisiana (230) 

So in Massachusetts, Harvard College is specially recognized by 
the Constitution and provided for (Mass 5, i) ; and in Connecti- 
cut, Yale, (Conn. 8, i). 

And in eleven States the Constitutions provide specially 
for free normal schools or academies : 

Maine (8, i) New York (9,1) 

Pennsylvania (3, 17) Wisconsin (10, 2) 

Kansas (6, 2) California (9, 6) 

Virginia (8, 5) West Virginia (12, 11) 

North Carolina (9, 14) Nevada (11, 5) 
South Carolina (10, 6) 

And in nine, for an agricultural school or schools : 
Michigan (13, i) Virginia (8, 5) 

North Carolina (9, 14) Texas (7, 13) 
Nevada (11, 5) California (9, 6) 

South Carolina (10, 6) Alabama (13, 9) 
Mississippi (8, 8) 

And in two, for a school of mines : 

North Carolina (13, i) Colorado (8, 5) 

And in three, for a mechanical school : 

North Carolina (13, i) Texas (7, 13) 

Alabama (13, 9) 

(The above is from Stimson's American Statute L^aws 
[1886] p. 10, II, and 12.) 



22 — 

The following is a list of State-established colleges, and 
the dates of their establishment : 



Pennsylvania, 


1755 


Louisiana, 


1853 


North Carolina, 


1789 


Kentucky, 


1858 


Vermont, 


1791 


Kansas, 


1861 


Tennessee, 


1794 


West Virginia, 


1867 


Georgia, 


1801 


Arkansas, 


1868 


South Carolina, 


, 1801 


California, 


1869 


Ohio, 


1804 


Nebraska, 


1869 


Virginia, 


1825 


Nevada, 


1874 


Indiana, 


1828 


Colorado, 


1875 


Alabama, 


1831 


Oregon, 


1876 


Delaware, 


1833 


Texas, 


1881 


Michigan, 


1837 


Florida, 


1883 


Missouri, 


1839 


Washington, 


1861 


Iowa, 


1847 


Dakota, 


1883 


Mississippi, 


1848 


Montana, 


1884 


Wisconsin, 


1848 







[Boone: Education in U. S., p. 204] 

III. POLICY OF THE WESTERN STATES. 

They Provide a Permanent Fund for their Universities by the Levy 
of a State Tax of a Fraction of a Mill, Varying From One- 
Twentieth to Three-Fifths, and Making from $10,000 to Over 
$100,000 Annually. 

The following is the list of the States with their legislative 
provisions, arranged according to the years of their enactment : 

Nevada-in Her Constitution, Provides for a Tax for the Support 
of Her University. 

The Constitution says : 

" Tlie Legislature shall encourage, by all suitable means, 
the promotion of intellectual, -literary, scientific, mining, me- 
chanical, agricultural and moral improvement." 

It then proceeds to provide a uniform system of common 
schools, establish normal schools, and create a "State university 
which shall embrace departments for agriculture, mechanic 
arts, and mining." 

For the purposes of these schools the Constitution provided 
that there should be levied " a special tax of one-half mill on 



— 23 — 

the dollar, on all taxable property in the State, in addition to 
the other means provided, for the support and maintenance of 
said university and common schools." 
{Ar^ IX, sec. (5, i86^>j 

Nebraska— Three-Eighths of a Miil on Taxable Property. 

Part of section 21, of an act to establish the University of 
Nebraska {Laws of i86g, p. i'j2, ijS) reads as follows : 

" The Regent's Fund shall consist of the proceeds of the 
investment of the Endowment Fund, the proceeds of the 
annual rental of the University and Agricultural College lands 
leased, the tuition and text-book fees, and a tax of one mill on 
the dollar valuation on the grand assessment roll of the State, 
which shall be levied in the year 1869, and annually thereafter." 

By act of March 25, 1871, the one mill was changed to one- 
fourth of a mill, and afterward to three-eighths of a mill, at 
which it now stands, making about $60,000. 

Michigan— One-Twentieth of a W\\. 

Sec. 4944. " 1873, p. 32, March 4, July 31, act 32, Section 
I. The people of the State of Michigan enact. That there 
shall be assessed upon the taxable property of this State, as 
fixed by the State board of equalization in the year one thou- 
sand eight hundred and seventy three, and in each year there- 
after, for the use and maintenance of the University of Michi- 
gan the sum of one-twentieth of a mill on each dollar of said 
taxable property, to be assessed and paid into the treasury of 
the State in like manner as other taxes are by law levied, 
assessed and paid ; which tax, when collected, shall be paid by 
the State Treasurer to the board of regents of the University, 
in like manner as the interest on the University fund is paid to 
the treasurer of said board." 

This amounts to about $45,000 annually. 

Wisconsin— One-Eighth of a Mill. 

" An act to permanently provide for deficiencies in the 
University fund income. 

" The people of the State of Wisconsin, represented in 
Senate and Assembly, do enact as follows : 

" Sec. I. There shall be levied and collected for the year 
1877, and annually thereafter, a State tax of one-tenth of one 



— 24 — 

mill for each dollar of the assessed valuation of the taxable 
property of this State, and the amount so levied and collected 
is hereby appropriated to the University Fund Income, to be 
used as a part thereof." 

By section 390, R. S., Wisconsin, the tax was increased to 
one-eighth of a mill, yielding an income of over $70,000 annually. 

Kentucky— One-Half of One Cent on Each One Hundred Dollars. 

" An act for the benefit of the Agricultural and Mechanical 
College of Kentucky," approved April 29, 1880. 

" Be it enacted by the General Assembly of the Common- 
wealth of Kentucky : 

" Sec. I. That for the purpose of endowing the Agricul- 
tural and Mechanical College of Kentucky ***** 

***** a tax of one-half of one cent on each one 
hundred dollars value of the property in the State liable to tax- 
ation for State revenue, shall be paid by the owners of said 
property, or the persons assessed for taxation with respect to 
said property, at the times the taxes for State revenue are, by 
law, payable in the year 1880, and a like tax of one-half of one 
cent on each one hundred dollars of value of said property shall 
likewise be paid at the same time in the year 1881, and in each 
and every succeeding year thereafter." 

Public Lazvs^ 1^79^ P- ^37- 

This makes about $25,000 annually. 

Colorado— Three-Fifths of a Mill on the Property of the State. 

" To provide for the maintenance and support of the Agri- 
cultural College of Colorado, the college farm, and for the erec- 
tion of such buildings as by the State Board of Agriculture 
shall be deemed advisable. 

" Be it enacted by the General Assembly of the State of 
Colorado : 

" Sec. I. That there shall be levied and assessed upon all 
taxable property, both real and personal, within this State, in 
the years 1881 and 1882, the following tax for the maintenance 
and support of the Agricultural College, the college farm, and 
for the erection of such buildings as the State Board of Agri- 
culture shall deem advisable, one-fifth of one mill on each and 
every dollar, to be known as the Agricultural College Tax, and 
to be assessed and collected in the same manner and at the 



— 25 — 

same time as is now, or may be prescribed by law for the assess- 
ment and collection of State revenues." 

Approved February 8, 1881. 

This law has been in force each year since, and precisely 
similar ones granting to the University of Colorado and to the 
State School of Mines, each, one-fifth of a mill, making in all 
three-fifths of a mill, and amounting to about $80,000 annu- 
ually. 

Oregon— One-Tenth of a Mill 

" An act to aid in the support of the University of Oregon. 

" Be it enacted by the Legislative Assembly of the State of 
Oregon : 

"Sec. I. That there is hereby levied an annual tax of one- 
tenth of one mill on the dollar upon all the taxable property 
within the State for University purposes, to be levied and col- 
lected as other taxes are collected, and the fund arising there- 
from shall be paid into the State Treasury and kept separate 
from other funds, and shall be known as the University Fund." 

x\pproved October 17, 1882. General Laws Oregon^ 1882^ 
p. 8. 

This yields about $8,000 annually. 

Indiana— One-half of One Per cent, on Each One Hundred Dollars 

" An act to provide a fund for the permanent endowment 
of the Indiana University," approved March 8, 1883. 

" There shall be assessed and collected, as State revenues 
are assessed and collected, in the year 1883 and in each of the 
succeeding twelve years, the sum of one half of one per cent, 
on each one hundred dollars of taxable property in the State, 
which money, when collected and paid into the State Treasury 
in each of the years named in this act, shall be placed to the 
credit of a fund, known as the Permanent Endowment Fund of 
the Indiana University." 

It is estimated that this will make, in the 12 years, about 
$700,000, nearly $60,000 annually on an average. 

California— One per Cent, on Each One Hundred Dollars. 

" An act to provide for the permanent support and im- 
provement of the University of California by the levy of a rate 
of taxation and the creation of a fund therefor," approved Feb- 
ruary 14th, 1887. 



— 26 — 

"Sec. I. There is hereby levied, annually for each fiscal 
year, an ' ad valorem ' tax of one per cent, upon each one hun- 
dred dollars of value of the taxable property of the State, which 
tax shall be collected by the several officers charged with the 
collection of State taxes, in the same manner and at the same 
time as other State taxes are collected, upon all or any class of 
property, which tax is for the support of the University of Cal- 
ifornia." 

The money so derived is called the " State University 
Fund," and is appropriated without reference to fiscal years to 
the support and permanent improvement of the university, and 
the regents must report to the Governor in their bi-ennial re- 
port, the manner of its expenditure. 

Lazvs of California^ extra session, iSSy^ chap, j, p. 2, 

This amounts to over $100,000 annually. 

SUMMARY : 

Nevada, amount not known. 

Nebraska, -Xs of a mill, making $60,190, or 13 cents per capita of 
population. 

Michigan, i 20 of a mill and $115,000, making $158,252, or 91^ 
cents per capita of population. 

Wisconsin, }i of a mill, making $71,408, or 5^4 cents per capita 
of population. 

Kentucky, 1-20 of a mill, making $25,860, or i^^ cents per capita 
of population. 

Colorado, 3 5 of a mill, making $78,000, or 40 cents per capita of 
population. 

Oregon, i-io of a mill, making $7,718, or 5 cents per capita of pop- 
ulation. 

Indiana, i 20 of a mill, making $40,000, or 2 cents per capita of 
population. 

California, i-io of a mill, and $50,000, making $151,213, or 20 
cents per capita of population. 

4. THE FINANCIAIv AID GIVEN BY THE STATES TO HIGHER 

EDUCATION. 

The States Have Given Nearly $30,000,000 for Higher Educa- 
tion, an Average of over $650,000 for each State and Terri- 
tory. Ohio has Given less than $400 000, and Stands Twenty- 
sixth on the list of States. 

The following is a graphical representation of State aid to 
higher education in the United States : 



- i 

^ m 

S 3 



LiJ 



n 



1 1 1 1 1 1 1 1 



C/D 



r. — X •-: X 'Ti X 

c: ?c — I- *^ I- T. 
c: ?! c: *^ ^ r^ ~ 



I- I- — . -^ X ^ ^ I'- » 



^ C' I- o X "O Q ri -f -t c -JD — ' o rt" 5 X 
3 ^ -f I't I" tr* t'- r; «:? X ^ o "^ ^ ^ '- '^ 










X j: X -t< I- "M rt O it ■-£■ C C 

-/- I - I - -r I ? r: -f ro — I c r: i - 

71 71 "M -M 71 — — -^ — — 



n -3 

.5 ?8 






V 



c o 



o Jz ,^ 'jz '-^ 






E > 






o 

3 

c 



01 
oJ 



u 






^ o 






v: if 
v: — w 

c 



w u Ji 



o .± 



2: :^ 



— 27 — 



TABI.E OF STATE AID TO HIGHER EDUCATION, VAI.UE OF PROP- 
ERTY, AND POPULATION. 



STATE. 



South Carolina 

California 

Michigan .... 

Virginia 

Massachusetts , 
Mississippi. . . . 

Iowa 

Indiana 

Wisconsin .... 
Pennsylvania . 

Georgia 

Kansas 

Colorado 

New York 

Louisiana .... 

Maryland 

Nebraska 

Minnesota .... 

Illinois 

Texas 

North Carolina 

Maine 

Connecticut .. . 

Alabama 

West Virginia. 

Ohio 

Arkansas 

Kentucky .... 
Dakota, N.&S. 

Nevada 

Delaware 

N. Hampshire. 

Vermont 

Oregon 

Florida , , 

Montana 

Missouri 

Tennessee .... 
Washington . . . 
New Jersey . . . 
Rhode Island . 



APPROPRIA- 
TIONS FOR 

HIGHER 
EDUCATION. 
TO li 



52,826,999 
2,468,231 
2,195,968 

2,135)675 
1,764,368 

1,714,372 

1,454,098 
1,453,000 

1,203,377 
1,088,947 
983,181 
922,606 
891,398 
890,241 

794,590 
716,997 
666,145 
583,000 
531,000 
382,487 
355,580 
313,718 
288,676 
279,750 
278,962 

264,534 
257,894 
192,000 
143,096 

135,471 

116,000 

106,934 

90,500 

70,500 

30,750 



ASSESSED 

VAI.UE OF 

PROPERTY. 

1886. 



^149,973,365 

1,012,135,832 

945,450,000 

375,043,238 

1,847,531,422 

122,736,838 

501,379,744 
793,526,079 
581,264,749 

3,166,016,915 
329,489,505 
310,871,546 
130,000,000 

3,224,682,343 
212,725,464 

485,839,772 
160,506,266 
469,831,464 

797,773 002 
562,103,223 
202,752,622 
265,978,716 

348,774,879 
214,925,869 

173,993,762 

1,688,676,168 

126,826,394 

517,214,301 

157,084,366 

34,936,210 

? 

231,659,265 

157,192,262 

77,188,694 

76,611,409 

60,000,000 

725,775,259 
256,456,761 
,50,212,581 

573,256,304 
,„3.28,5,3.o>5_59. 



POPULATION 
1890. 



1,147,161 
1,204,002 
2,089,792 
1,648,911 

2,233,407 
1,284,887 
1,906,729 
2,189,030 
1,683,697 

5,248,574 
1,834,366 

1,423,485 
410,975 

5,981,934 
1,116,828 
1,040,431 

1,056,793 
1,300,017 

3,818,536 

2,232,220 

1,617,340 

660,261 

745,861 

1,508,073 

760,448 

3,666,719 

1,125,385 

1,855,436 
510,273 

44,327 
167,871 

375,827 
332.205 
312,490 

390,435 
131,769 

2,677,080 

1,763,723 

349,516 

1,441,017 

- 345^343 



— 28 — 

States that have given liberally, and confined their gifts to 
one institution have made great universities, others have not. 

5. INSTITUTIONS FOUNDED ON THE AGRICULTURAL AND 
MECHANICAL LAND GRANTS OF CONGRESS. 

List of the legal names and locations : 

Alabama : Agricultural and Mechanical College, Auburn. 
North Alabama Agricultural School, Athens. Southeast Ala- 
bama Agricultural School, Abbeville. 

Arizona : University of Arizona, Tucson. 

Arkansas : Arkansas Industrial University, Fayetteville. 

California : College of Agriculture of the University of 
California, Berkeley. 

Colorado : State Agricultural College of Colorado, Fort 
Collins. 

Connecticut : Sheffield Scientific School of Yale Univer- 
sity, New Haven. Storrs Agricultural School, Mansfield. 

Delaware : Delaware College, Newark. 

Florida : Florida State Agricultural and Mechanical Col- 
lege. Lake City. 

Georgia : Georgia State College of Agriculture and Me- 
chanic Arts, Athens Middle Georgia Military and Agricul- 
tural College, Milledgeville. North Georgia Agricultural Col- 
lege, Dahlonega. South Georgia College, Thomasville. South- 
west Georgia Agricultural College, Cuthbert. West Georgia 
Agricultural and Mechanical College, Hamilton. 

Illinois : College of Agriculture of the University of Illi- 
nois, Urbana. 

Indiana : School of Agriculture, Horticulture and Veter- 
inary Science of Purdue University, La Fayette. 

Iowa : Iowa State College of Agriculture and Mechanic 
Arts, Ames. 

Kansas : Kansas State Agricultural College, Manhattan. 

Kentucky : Agricultural and Mechanical College of Ken- 
tucky, Lexington. 

Louisiana : Louisiana State University and Agricultural 
and Mechanical College, Baton Rouge. 

Maine: Maine State College of Agriculture and the Me- 
chanic Arts, Orono. 

Maryland : Maryland Agricultural College, Agricultural 
College. 



— 29 — 

Massachusetts : Massachusetts Agricultural College, Am- 
herst. 

Michigan : Michigan Agricultural College, Agricultural 
College. 

Minnesota : College of Agriculture of the University of . 
Minnesota, St. Anthony Park. 

Mississippi : Agricultural and Mechanical College of Mis- 
sissippi. Agricultural College. Alcorn Agricultural and Me- 
chanical College, Rodney. 

Missouri : Agricultural and Mechanical School of the 
University ot the State of Missouri, Columbia. 

Nebraska : Industrial College of the University of Ne- 
braska, Lincoln. 

Nevada: School of Agriculture of the Nevada State 
University, Reno. 

New Hampshire : New Hampshire College of Agriculture 
and the Mechanic Arts, Hanover. 

New Jersey : Rutger's Scientific School of Rutger's Col- 
lege, New Brunswick. 

New Mexico : Agricultural College of New Mexico, Las 
Cruces. 

New York : College of Agriculture of Cornell University, 
Ithaca. 

North Carolina : The North Carolina College of Agricul- 
ture and Mechanic Arts, Raleigh. 

North Dakota : North Dakota Agricultural College, 
Fargo. 

Ohio : Ohio State University, Columbus. 

Oregon : Oregon State Agricultural College, Corvallis. 

Pennsylvania : The Pennsylvania State College, State 
College. 

Rhode Island : Brown University, Providence. The 
Rhode Island State Agricultural School, Kingston. 

South Carolina : College of Agriculture and Mechanic 
Arts of the University of South Carolina, Columbia. Claflin 
University, College of Agriculture and Mechanics' Institute, 
Orangeburgh. 

South Dakota : South Dakota Agricultural College, 
Brookings. 



— 30 — 

Tennessee : State Agricultural and Mechanical College 
of the University of Tennessee, Knoxville. 

Texas : State Agricultural and Mechanical College of 
Texas, College Station. 

Utah : Agricultural College of Utah, Logan City. 

Vermont : University of Vermont and State Agricultural 
College, Burlington. 

Virginia : Virginia Agricultural and Mechanical College, 
Blacksburgh. Hampton Normal and Agricultural Institute, 
Hampton. 

West Virginia : West Virginia University, Mgrgantown. 

Wisconsin : College of Agriculture of the University of 
Wisconsin, Madison. 



31 



STATISTICS OF I.AND GRANT COI.IvKGES. 



STATES. 


NUMBER OF 
ACRES. 


LAND SCRIP 
ENDOWNENT. 


am't rec'd 

PER ACRE. 


NO. OF 
TEACH- 
ERS. 


NO. OF 
STUDENTS. 


Alabama 

Arkansas 

California 

Colorado 

Connecticut 

Delaware 

Florida 


240,000 

150,000 

150,000 

90,000 

180,000 

90,000 

90,000 

270,000 

450,000 

390,000 

240,000 

90,000 

330,000 

210,000 

210,000 

210,000 

390,000 

240,000 

120,000 

207,920 

330,000 

90,000 

90,000 

150,000 

210,000 


$ 253,500 
135,000 
771,686 
112,500 
135,000 
83,000 
155,800 
243,000 
450,000 
340,000 

649,396 
501,426 
200,000 
210,000 
118,300 

115,943 
219,000 
600,000 
526,837 
188,028 
170,000 

39,504 

95,000 

80,000 

116,000 


^I 06 
90 

5 H 

I 25 

75 

92 

I 73 

90 

1 00 

87 

2 70 

5 57 
60 

1 00 
56 
55 
56 

2 50 

4 39 
90 
52 
44 

I 05 

53 
55 


19 

25 

35 
12 

38 
8 
8 

45 
15 
36 
26 
21 
22 

14 
12 

7 

13 
29 
22 
28 
II 

23 
9 

12 

21 
5 

51 
8 


175 

443 
541 
135 
308 
70 

83 
836 

390 
410 
291 
472 

295 
88 

125 

45 
146 

400 

491 

503 
666 

325 

143 

33 

193 


Georgia ^ 

Illinois 


Indiana 


Iowa 


Kansas 


Kentucky 

Louisiana 

Maine 


Maryland 

Massachusetts.. . . 

Michigan 

Minnesota 

Mississippi ^ 

Missouri 

Nebraska 

Nevada 


New Hampshire. 

New Jersey 

New Mexico 


New York 

North Carolina. . . 
North Dakota . . 


989,920 
270,000 


6,661,473 
125,000 


6 73 
46 


1022 
187 


Ohio 


630,000 
90,000 
780,000 
120,000 
180,000 


342,450 

93^985 
406,000 

50,000 
191,800 


54 
I 04 

52 

41 
I 07 


34 
12 
22 
22 
38 

19 
18 

22 


401 

91 
167 

1221 
226 


Oregon 


Pennsylvania .... 
Rhode Island .... 
South Carolina. . . 
South Dakota. 


Tennessee 

Texas 


300,000 
180,000 


403,500 
209,000 


I 34 
I 16 


426 
195 


Utah ^ 


Vermont 

Virginia * 

West Virginia . . . 
Wisconsin^ 


150,000 
300,000 
150,000 
240,000 


135,530 

285,000 

90,000 

363,738 


90 

95 
60 

I 51 


16 
12 
16 

9 


468 
752 
193 
637 


Totals 


9,597,840 


$15,866,371 


;^i 65 


808 


14692 



(1 ) Six separate institutions. 

(2) Two separate institutions. 

( 3) No returns received. 

(4) Two separate institutions. 

(5) Only teachers in Agricultural Department reported. 

All of above is from Report No. 2697 to House of Rep's 
on Senate Bill 3714 (51st Cong., ist session) July, 1890. 



— 32-i- 

6. UNIVERSITY ENDOWMENTS AND PROPERTY. 

XvCClcSlaSLlCa.1 . PROPERTY. ENDOWMENTS. TOTAL. 

Harvard $ 5,190,772 $ 5>i9o,772 

Yale $ 509,600 657,680 1,167,280 

Princeton 750,000 1,400,000 2,150,000 

Northwestern Univ . . 1,615,000 812,000 2,427,000 

WesleyanUniv.(Conn) 509,000 667,000 1,176,000 

Brown 600,000 767,000 1,367,000 

Tufts 200,000 700,000 900,000 

Amherst 500,000 650,000 1,150,000 

Hamilton 400,000 277,000 677,000 

Madison 2 0,000 550,000 750,000 

5,283,600 11,671,452 16,955,052 

State Institutions : — 

Michigan 1,333,000 981,000 2,314,000 

Minnesota 650,000 800,000 1,450,000 

Wisconsin 790,000 800,000 1,590,000 

Virginia 1,370,000 672,000 2,042,000 

California 1,000,000 1,680,000 2,680,000 

Missouri 1,050,000 582,000 1,632,000 

Ohio 600,000 540,000 1,140,000 

Texas 482,000 860,000 1,342,000 

Illinois 450,000 400,000 850,000 

Pennsylvania 1,550,000 1,100,000 2,650,000 

9,275,000 8,415,000 17,690,000 

Privately Endowed Institutions: — 

Cornell 1,300,000 5,000,000 6,300,000 

Boston 1,200,000 

Tulane 225,000 1,039,000 1,264,000 

Vanderbilt 500,000 900,000 1,400,000 

Bryn Mawr 350,000 750,000 1,100,000 

Wellesley 2,000,000 225,000 2,225,000 

Vassar 723,000 444,000 1,167,000 

Johns Hopkins 650,000 3,000,000 3,650,000 

De Pauw 250,000 300,000 550,000 

Lehigh 1,000,000 2,000,000 3,000,000 

6,998,000 13,658,000 21,856,000 

Total of all ^21,557,000 $33,744,000 $56,501,000 

Average of the thirty. . 718,567 1,124,800 1,883,367 

Above is from Boone's Education in U. S. (about 1887.) 



33 — 



II. What is Higher Education Worth? 

i. At the present time there is not more than one male grad- 
uate to every 100 men over 18 years old, in this country; i e., one 
per cent of the men are graduates. 

It is estimated that the proportion of college students to 
the entire population of the United States, and the number of 
students in the United States, at various times, have been as 
follows : 

1840, I student to 1540 of population, or 11,084 students 
in the population of 17,069,453. 

i860, I student to 2,012 of population, or 15,727 students 
in the population of 31,443,321. 

1870, I student to 2,546 of population, or 15,141 students 
in the population of 38,558,371. 

1880, I student to 1,840 of population, or 27,802 students 
in the population of 50,155,783. 

1886, I student to 1,400 of population, or 43,000 students 
in the population of 60,000,000. 

Inasmuch as the college course is four years long at nearly 
every college in the land, there could have been graduated on 
the average, in 1886, no more than 11,000 students; so in 1840, 
there could have been graduated no more than 3,000 students, 
and the average therefore for the 46 years from 1840 to 1886, 
more than a generation, would be only 7,000 per year, or at the 
present time, if every person that had graduated since 1840 was 
still alive there would be only 322,000 graduates in this coun- 
try. One-fourth of these probably are women, leaving 250,000 
men graduates in a population of over 30,000,000 men or 
15,000,000 of voting age. The odds, therefore, so far as mere 
numbers go, against a college-man securing any given place, on 
the average, are 60 to i. But since the above is very liberal, 
the odds probably are 100 to one. And when we remember 
that three-fourths of the college-men have, heretofore, gone 
into some of the professions, the odds are 400 to one. 



— 34 — 

2. The College-bred Man is Surer to Succeed in Business 
than the Non-college Man. 

This is frequently denied, and the latest and strongest 
utterance on this side is that of Andrew Carnegie as follows : 

" I do not speak of the effect of college education upon 
young men training for the learned professions, but the 
almost total absence of the graduate from high position in the 
business world seems to justify the conclusion that college edu- 
cation as it exists is fatal to success in that domain. The grad- 
uate has not the slightest chance, entering at twenty, against 
the boy who swept the office, or who begins as shipping clerk 
at fourteen." 

Mr. Carnegie, however, says further on in the same article : 
" Three of the largest steel manufacturing concerns in the world 
are already under the management of three young educated 
men — students of these schools ( technical schools) who left 
theory at schools for practice in the works while yet in their 
teens; — Walker, Illinois Steel Co., Chicago ; Schwab, Edgar 
Thompson Works ; Potter, Homestead, Steel Works Pittsburgh 
— are types of the new product, not one of them yet thirty." 

**Ivet no one therefore, under-rate the advantages of educa- 
tion ; only it must be education adapted to the end in view and 
must give instruction bearing upon a man's career." 

Mr. Carnegie's position in the first paragraph above is 
assailed, and it seems to me annihilated by the statements of 
the following men, every one of whom has had as great oppor- 
tunities for judging as has Mr. Carnegie. 

Henry T. Sloaite{oi the Carpet firm of W. «&: J. Sloane, 
New York.) 

" With the large number of men we employ, I have an op- 
portunity to compare the college man with the non-college 
man, and I can unhesitatingly say that the college man has the 
advantage every time." 

IVm. W. Astor : " I should say that such an assertion was 
absurd." 

Richard A. McCurdy, Pres. Mut. Life Ins. Co.,(N. Y. ) 

" If success means ability to handle large topics in a large 
way, the elevation of the individual, and humanity as well, then 
no education can be too large, too broad, too deep." 



— 35 — 

Logan C. Mtirray, Pres. U. S. Nat. Bank(N. Y.) 

" I do not believe there are 500,000 college graduates in 
business in the United States ; there are 20,000,000 uneducated 
men in business. I venture to assert that out of the 500,000 
there are ten times as many prosperous men to the same pro- 
portion of the uneducated business men." 

Chaimcey M. Depew : 

" The college bred man, under equal conditions has a 
trained intellect that enables him to catch up with and pass his 
uneducated rival. * * * * Hundreds of college graduates with- 
in the last five years have begun in the various departments of 
railway work at the bottom ; and my observation has demon- 
strated the value of a college education." 

James W. Alexander^ Vice Pres. Equitable Life Asso- 
ciation, New York. 

" If a fair statement could be made of the facts, I believe 
the showing would be vastly in favor of the college man." 

Abram S. Hewitt. 

" I have given my children the best possible educational 
advantages. If I were offered a fortune without education, or 
an education without fortune, I should unhesitatingly accept 
the education." 

Charles L. Colby : 

" If two men of equal ability start together in the race, one 
an educated man, and the other without college training, the 
college man will win every time in the long run." 

Brayton Ives^ Pres, Western Nat. Bank. 

" I can trace every step in my own career to the influence 
of my college course. I am willing to pin my faith on the man 
who has what Mr. Carnegie would consider the handicap of a 
college education." 

J. Edward Simmons^ Pres. Fourth Nat. Bank, N. Y. 

" I believe in education, no matter what a boy is going to 
do after securing it " 

President Tappan^ of Gallatin Bank N. Y. 

"As to the practical value of a college education I believe 
in it for any calling. It is necessary in the professions. It is 
invaluable in business." 

Presideitt Nash of Com. Exchange Bank. 

" I think that the boy who has had a college education will 



— 36 — 

quickly catch up with the boy who has not, and then beat him, 
I did not have a college training myself. I regret it. I have 
sent my own boy to college. I would rather hire a college-bred 
young man." 

E. S. Aiichincloss^ merchant 

" I regard as absurb the assertion that an uneducated 
man can succeed better in business than an educated man. 
The wonder is that men can be found who will take the other 
side of this question." 

Erastus Winian^ Manager of R. G. Dun & Co.'s Mercantile 
x\gency. 

" It is hurtful beyond estimate that business capacity and 
an advanced education are to be divorced. The fact is, that it 
is an outrageous untruth, unjust, hurtful, and full of the veriest 
cant. * * * * * * The ignorant business man is least 
calculated to work out the destiny of this continent ; it will be 
only the athlete in knowledge who will shape its future. * * 
* >K * No nobler purpose can be conceived than that which 
helps to cultivate the mind for the practical side of life. Its 
development fits for every duty, ennobles every pursuit, and 
enriches every generation to a greater degree than all the ef- 
forts of ignorance, even if it is combined with wealth." 

3. The Coliege-bred Man Largely Directs the Affairs of this 
Country. From One Per Cent, of the Men— the Col- 
lege-bred Men — are Selected More than 50 Per Cent, 
of Our National Officers. 

In the fortieth Congress, 47 per cent, of Senate, and 32 per 
cent, of the House were college graduates. 

In the forty-first Congress, 46 per cent of Senate, and 31 
per cent, of House. 

In the forty-second Congress, 46 per cent, of Senate, and 
32 per cent of House. 

The per centages of college graduates among high govern- 
ment officers have been as follows : 

Presidents 70 

Secretaries of War 61 

Postmaster- Generals 53 

Vice Presidents 50 



— 37 — 

Secretaries of the Navy 47 

Speakers of the House 61 

Secretaries of State 65 

Secretaries of Interior 50 

Secretaries of Treasury 48 

Attorney Generals 53 

Associate Judges of Supreme Court 73 

Chief Justices of Supreme Court 83 

This certainly speaks high for the college graduate, when 
we remember that only about one per cent, of the voters of the 
country are college graduates, yet they make up from 47 to 83 
per cent, of our highest officers. 

Thirty-nine of the fifty-six signers of the Declaration of 
Independence were college graduates. 

4. Seventy Per Cent, of Our Presidents have been College- 
bred Men. 

Washington, never attended college, but, under his moth- 
er's direction, his education embraced a course in English, 
Mathematics, History, Natural and Moral Philosophy. 

John Adams, graduated at Harvard. 

Jefferson, educated at William and Mary College. 

Madison, educated at Princeton. 

Monroe, educated at William and Mary College. 

J. Q. Adams, educated at University of Leyden, and at 
Cambridge. 

Jacksori, self-educated. 

Martin Van Buren, educated at an academy. 

Wm. Henry Harrison, educated at Hampden Sydney Col- 
lege. 

John Tyler, educated at William and Mary College. 

Jas. K. Polk, educated at University of North Carolina. 

Zach. Taylor, educated by private tutor. 

Millard Fillmore, self educated. 

Franklin Pierce, educated at Bowdoin College. 

Buchanan, educated at Dickinson College. 

Lincoln, self-educated. 

Andrew Johnson, self-educated. 

U. S. Grant, educated at West Point. 



— 38 — 



R. B. Hayes, educated at Kenyon College. 
Garfield, educated at Williams College. 
Arthur, educated at Union College, N. Y. 
Cleveland, largely self-educated. 
Benj. Harrison, educated at Miami University. 

5. Benevolent Rich Men Give their Money Largely to institu- 
tions for Higher Education— More than $40,000,000. 

SOME BEQUESTS AND GIFTS TO COLLEGES AND UNIVERSITIES. 



Stephen Girard, 
Leland Stanford, 
Asa Packer, 
Johns Hopkins, 
Paul Tulane, 
Isaac Rich, 
Jonas G. Clark, 
Vanderbilts, 
James Lick, 
W. C. DePauw, 
John G. Green, 
Leonard Case, 
Peter Cooper, 
Ezra Cornell, 
Matthew Vassar, 
George L Seney, 
S. W. Phoenix, 
E. P. Greenkaf, 
Amasa Stone, 
Benj, Bussey, 
Ario Pardee, 
Joseph Sheffield, 
Joseph W. Taylor, 
Henry W. Sage, 



Daniel B. Fayerweather,Nunierous, 



Girard College, Pa., $8,000,000 
Leland Stanford, Jr. U'v., Cal. 5,000,000 

Lehigh Univ., Pa., 3,500,000 

Johns Hopkins Univ., Md., 3,500,000 

Tulane Univ., La., 2,500,000 

Boston Univ., Mass., 2,000,000 

Clark Univ., Mass., 2,000,000 

Vanderbilt Univ., Tenn., 1,775,000 

Univ. of California, 1,650,000 

DePauw Univ., Ind., 1,500,000 

Princeton College, N. J., 1,500,000 
School of Applied Science, O., 1,200,000 

Cooper Union, 1,200,000 

Cornell University, N. Y., 1,000,000 

Vassar College, N. Y., 908,000 

Wesleyan Univ., Conn., 700,000 

Columbia College, N. Y., 650,000 

Harvard College, Mass., 630,000 

Adelbert College, O., 6oo,coo 

Harvard College, Mass., 500,000 

LaFayette College, Pa., 500,000 

Yale College, Conn., 500,000 

Bryn Mawr College, Pa., 450,000 

Cornell University, N. Y., 342,000 

2,100,000 



$44,205,000 



— 39 — 

6. "The Large Majority of Graduates who have Become 
Distinguished by the Work of their Life were, in Col- 
lege, Scholars of the Highest Rank." 

Of the renowned graduates of Harvard for the first half 
of this century, four-fifths ranked in the first quarter of the 
class to which they belonged. 

At Yale, nine-tenths of her distinguished graduates between 
1819 and 1850, were either first, or among the first, in scholar- 
ship in the class to which they belonged. 

The twenty-five most distinguished men who graduated at 
Amherst between 1822 and 1850, were, with one or two excep- 
tions, excellent scholars. 

Those composing the long list of the honored roll of Dart- 
mouth College for forty years, were scholars of exceedingly 
high rank. 

The most distinguished graduates of Bowdoin from 1806 
to 1850, have been as a rule among its most distinguished 
scholars. 

President Woolsey, of Yale, received the highest honors at 
Yale in the class of 1820. 

President Eliot, of Harvard, was one of the first in his 
class of 1853. 

President Porter, was third of his class of 1831. 

President Seelye, of Amherst, was one of the first of the 
class of 1853. 

President Smith, of Dartmouth was third in the class of 
1830. 

President Bartlett, of Dartmouth, was one of first in the 
class of 1836. 

President Barnard of Columbia, received second honors at 
Yale in 1828. 

George Ripley was distinguished at Harvard in the class 
of 1823. 

Holmes was an excellent scholar in Harvard's class of 1829. 

Bryant's two years at Williams gained him distinction in 
languages. 

Phillips Brooks was a high scholar at Harvard in the class 
of 1855. 



— 40 — 

O. B. Frothino^ham was salutatorian at Harvard in the 
class of 1843. 

Dr. Storrs attained high scholarship in the class of 1839, 
at Amherst. 

Dr. Huntington was valedictorian of same class at Amherst. 

Dr. Buddington of Brooklyn, was third at Yale in 1834. 

Dr. Bellows and Dr. Sam'l Osgood both attained high rank 
at Harvard in the class of 1832. 

Rufus Choate, graduated at Dartmouth with a perfect 
mark. 

Benj. R. Curtis, stood among the first in Harvard's class of 

1829. 

Richard H. Dana, Jr., was a high rank man of the class of 
1837 of Harvard. 

Charles Devens, was, also, in the class of 1838. 

Wm. M. Evarts was one of the highest scholars in Yale's 
class of 1837. 

Webster was one of the finest scholars at Dartmouth in 
the class of 1801. 

Calhoun attained the highest distinction at Yale in 1804. 

S. P. Chase was a high scholar in the class of 1826, at 
Dartmouth. 

B. R. Hoar was a high scholar in the class of 1835 at 
Harvard. 

Geo. F. Hoar was a high scholar in the class of 1846 at 
Harvard. 

Caleb Cushing was salutatorian of Harvard's class of 1814. 

Geo. S. Hilliard and Robert C. Winthrop were eminent 
scholars of the class of 1828. 

Charles Summer was distinguished in college. 

Wm. P. Fessenden was eminent in his class of 1823. 

Geo. P. Marsh was conspicuous in his class of 1820 at 
Dartmouth. 

President James Walker, of Harvard, was a leading scholar 
of the class of 1814. 

President Felton, of, Harvard, attained high distinction in 
the class of 1827. 

President Hill was second scholar of the class of 1843. 

Professor Bowen, of Harvard, was first scholar of the class 
of 1833. 



— 41 — 

Professor lyovering, of Harvard, was fourth scholar of the 
class of 1833. 

Professor Torrey, of Harvard, was also a high scholar of 
class 1833. 

Professor Peirce, of Harvard, was conspicuous in the class 
of 1829. 

Professor Cooke, of Harvard, was conspicuous in the class 
of 1846. 

Professor Child, of Harvard, was the most eminent scholar 
of the class of 1846. 

Professor Goodwin, of Harvard, was salutatorian of class 
of 1850. 

Professor Loomis, of Yale, was third in the class of 1830. 

Professor Dana, of Yale, was fourth in the class of 1833. 

Dr. Leonard Bacon, of Yale, was fourth in the class of 1820. 

Professor H. B. Hackett, of Amherst, was valedictorian of 
his class of 1830. 

Professor W. S. Tyler, of Amherst, was salutatorian of his 
class of 1830. 

Professor C. A. Young was the first scholar at Dartmouth 
in the class of 1853. 

Professor Stowe was a high scholar at Bowdoin, in class of 
1824. 

Professor Samuel Harris was a high scholar at Bowdoin, in 
class of 1833. 

Professor Ezra Abbott was among the first at Bowdoin, in 
class of 1840. 

George Bancroft was a high scholar in Harvard's class of 
1817. 

W. H. Prescott was among the high scholars of Harvard, 
in the class of 181 4. 

Dr. Palfrey was a distinguished member of the class of 
1815. 

John Lothrop Motley stood high in his class. 

Edward Everett was first in his class of 181 1. 

Emerson was class poet of his class of 182 1, and his rank 
was honorable. 

L<ongfellow obtained first-rate rank at Bowdoin, in the class 
of 1825. 

Sir Robert Peel was " double first class " at Oxford, in 
1808. 



— 42 — 

Gladstone was " double first class" at Oxford, in 1831. 

" Six of tlie seven members of a recent (1878) English 
Cabinet who sat in the House of Commons, who were educated 
at universities, were either ' first class,' or ' double first class ' 
men." 

7. The Educated Man Moves the World. ''The Beacon 
Lights" of History have had the Best Education their 
Time Afforded. 

Dr. John Lord, the historian of the " Old Roman World " 
and " Modern Europe," is also the author of a series of Biog- 
raphical Lectures, which he entitles the " Beacon Lights of 
History." The history of the world is told by him in the lives 
of forty-seven of these " Beacon Lights," who were the repre- 
sentative men of their age. The following is the list, what 
they represent, and a note as to their education so far as ascer- 
tainable. 

Moses — Jewish Jurisprudence — educated in the Royal 
household of Egypt, " was learned in the wisdom of all the 
Egyptians." 

Socrates — Greek Philosophy — " Educated at the expense 
of a wealthy citizen." 

Phidias — Ancient Art — studied art under Hegias, of 
Athens, and Agelada, of Argos. 

Caesar — Imperialism — received a good education, and 
studied under Appolonius in Rhodes. 

Cicero — Roman Literature — studied rhetoric and philos- 
ophy under the most eminent teachers. 

Marcus Aurelius — The Glory of Rome — received the best 
education the time afforded — "The best pupil of the best 
teachers." 

Chrysostom — Sacred Eloquence — " trained in all the learn- 
ing ot the schools." 

St. Ambrose — Episcopal Authority — "received an excel- 
lent education." 

St. Augustine — Christian Theology — educated at Madaura 
and Carthage. 

Charlemagne — Revival of Western Empire — "possessed 
an amount of learning unusual in his age." 

Hildebrand — The Papal Empire — "educated by the 



— 43 — 

Monks of Cluny, where monks were sovereigns, and sovereigns 
monks." 

St. Bernard — Monastic Institutions — "ruled Europe by 
tlie power of learning and sanctity." 

St. Anselm — Mediaeval Theology — "educated at the 
Abbey of Bee in Normandy, under the great Lanfranc." 

Thomas Aquinas — The Scholastic Philosophy — "edu- 
cated at the Universities at Naples, Cologne and Paris." 

Thos. Becket — Prelatical Power — at Oxford, Paris and 
Bologna. 

John Wicliffe — Dawn of the Reformation — Merton Col- 
lege, Oxford. 

Dante — Rise of Modern Poetry — Universities of Bo- 
logna, Padua and Paris. 

Chaucer — England in 14th Century — Cambridge, Ox- 
ford and Paris. 

Columbus — Maratime Discoveries — University of Pavia. 

Savanarola — Unsuccessful Reforms — " received an expen- 
sive education." 

Michael Angelo — Revival of Art — at School for Sculp- 
ture founded by Lorenzo de Medici. 

Luther — The Protestant Reformation — at University of 
Erfurt. 

Cranmer — The English Reformation — University of 
Cambridge. 

Ignatius Loyola — The Jesuits — Universities of Alcala, 
Salamanca and Paris. 

John Calvin — Protestant Theology — College of Paris, 
Universities of Orleans and Bourges. 

Henry of Navarre — The Huguenots — educated "by 
learned men selected for his instructors." 

Lord Bacon — The New Philosophy — two years at Uni- 
versity of Cambridge. 

Galileo — Astronomical Discoveries -^University of Pisa. 

Gustavus Adolphus — The Thirty Years War — "was ac- 
quainted with eight languages, spoke five fluently, well versed 
in classics and ancient history, and proficient in music." 

Richilieu — Absolutism — at College de Navarre and at 
The Sorbonne. 

Cromwell — English Revolution — at Cambridge. 



— 44 — 

Louis XIV — The French Monarchy — "education neg- 
lected." 

Louis XV — Remote Causes of Revohition — "education 
entrusted to Marshal Villeroi and Cardinal Fleury." 

Peter the Great — Russia — "education neglected until lo, 
after that under the instruction of Timmerman and Lefort." 

Frederick the Great — Prussian Power — "was rigidly 
educated, and was kept surrounded by learned men." 

Edmund Burke — Political Morality — Trinity College, 
Dublin. 

Alexander Hamilton — American Constitution — King's 
College (now Columbia). 

Napoleon — The French Empire — Military School at 
Brienne. 

Daniel Webster — The American Union — Phillips Exeter 
and Dartmouth. 

The place where the following were educated was not 
ascertained : 

Constantine — Christianity Enthroned. 

Theodosius — Latter Days of Rome. 

Mirabeau — French Revolution. 

Leo the Great — Foundation of the Papacy. 

Mohammed — Saracenic Conquests. 

Alfred — The Saxons in England. 

William of Wykham — Gothic Architecture. 

" It seems to me that there never was a fact proved b)^ a 
larger mass of evidence, or a more unvaried experience than 
this : that men who distinguish themselves in their youth 
above their contemporaries almost always keep, to the end of 
their lives, the start which they have gained. * * * * The 
general rule is, beyond all doubt, that the men who were first 
in the competition of the schools have been first in the com- 
petition of the world." — Macaidey — (Life and Letters II, 
289-291). 



— 45- 



III. What Should Ohio Do? 

Ohio Should Provide a Permanent Endowment Fund for 
the Ohio State University by the levy of an Annual Tax 
of at Least One-twentieth of a Mill on Each Dollar 
Valuation of the Taxable Property of the State. 

I. Because Ohio needs one great University. 

No University is truly great until it fulfills the idea of 
Ezra Cornell, and is " an institution where any person can find 
instruction in any study." The United States has but few- 
such ; but even in the ordinary American idea of a great Uni- 
versity, Ohio has none such. Ohio is too much in the condi- 
tion Supt. Pierce said Michigan would become if she failed to 
provide for the University of Michigan : " Having institutions 
under the imposing name of colleges scattered through the 
length and breadth of the land, without funds, without cabinets 
without apparatus, without libraries, without talent, without 
character, and without the ability of ever obtaining them." 

If to be without a great University is to need one, then 
Ohio needs one. If her youth are seeking, but do not find such 
a thing within her borders, then Ohio needs a great University. 
If the industrial interests of our State demand a training to be 
found only in a great University, then does Ohio need a great 
University. If the youth of Ohio should receive instruction 
from the greatest scholars of the age, then Ohio needs a great 
University to draw them here. If Ohio does not want to import 
her higher education, as Jefferson said Virginia would be com- 
pelled to do " like beggars, from other States, or import their beg- 
gars to bestow upon us their miserable crumbs," then she must 
provide a great University within her borders. Great institu- 
tions with better offers call our professors away. " The State 
of Ohio must face the fact that her work in higher education 
imperatively requires to be greatly advanced, or in the competi- 
tion of States, Ohio will inevitably fail to reach and maintain 
the high rank in all the powers of a State, which it is her priv- 
ilege and her duty to occupy." ^ 

1. President W. Q. Scott. 



-46- 

" 07ie University^ at least^ should stand like a pillar of light 
in every State^ the glory of the community and the constant ob- 
ject of its care, on wJiich the watchful eyes of the State should be 
ever set, and to which its hand of bounty should always be ex- 
tended. Bonnty we have said, ivitJi all carefulness^ instead of 
patronage ; for such an institution patronizes the State far more 
than the State can patronize it.'''' 

2. It is the Moral Duty of the State to Provide a Great University. 

The liberality of the State to the common schools has been 
unbounded. " And when with your lower schools you have 
kindled in the heart of a child the unquenchable flame of a 
worthy ambition for a larger and richer intellectual culture, are 
we to starve his soul on the meager fare of the common 
school ? Will we say, " Thus far shalt thou go in this divine 
quest after knowledge, but no farther ?" If you are thus to 
tantalize him ; if you are thus to fire his holy passion and then 
furnish him no means of gratifying it, one might almost say 
that you had better never made him conscious of the illimit- 
able powers within him." ^ 

This great State has been foremost in performing her 
moral obligations to the defective and dependent classes ; she 
was among the first to provide for the treatment of her insane, 
and the education of her blind and deaf and dumb, and now 
stands first on this side of the Atlantic in providing for the 
epileptic. For all these, with but little prospect of anything 
but relief to the unfortunate, the State has given nearly or 
quite $30,000,000, and has made approximate appropriations 
as follows : 

Athens Asylum, 1867-1890 $ 3,000,000 

Cleveland " 1855-1890 2,950,000 

Columbus " 1834-1890 4,950,000 

Dayton " 1854-1890 1,750,000 

Longview " 1860-1890 2,300,000 

Toledo *' 400,000 

Imbecile *' 1857-1890 2,325,000 

Blind " 1837-1890 1,800,000 

Deaf and Dumb Asylum 1829-1890 2,550,000 

Reform School 1,600,000 

Girls' Industrial Home 1,000,000 

Soldiers' and Sailors' Orphans 2,350,000 

126,975,000 

1. President Jas. B. Angell. 



— 47 — 

Yet for the higher education of her sons she has given 
less than $400,000. 

Not in complaint, but for contrast and remedy, we quote 
what Hon. A. D. White, says : " What strange ethics in deal- 
ing with public institutions ! If asked for money to found an 
asylum for idiots and lunatics, or the blind or the deaf and 
dumb, you will find legislatures ready to build palaces for 
them. Millions of dollars are lavished upon your idiots and 
deaf and dumb and blind and lunatics. Right glad I am it is 
so ; but when you come to ask aid, even in measured amounts, 
for the development of the young men of the State, upon 
whom is to rest its civilization, and from whom is to flow out 
its prosperity for ages to come, the future makers of your insti- 
tutions and laws, how they are to be left to the most meagre 
provision during all their preparation ?" 

3. The Spirit of our Institutions, and the Age in which we Live, Demand a 

Great University for a Great State. 

Germany has one great university for each 2,000,000 of her 
people. This State has " the territory and resources of a Euro- 
pean Kingdom." "That the industrial classes should be educated 
at all, involved the overthrow of the earlier civilizations of the 
world ; that a limited, practical training shall be offered them, 
adapting them better to the narrow sphere in which they are 
doomed to live and labor, is the largest and most generous 
view that has yet found expression in the Old World. It was 
reserved for America to add a new and transforming element. 
In consonance with that recognition of the equality of human 
rights and privileges, which is the chief corner-stone of our 
political institutions, the demand at last finds clear and full 
expression that the education of a naiion shall be made liberal. 
The crown of liberal culture is no longer the birth-right of the 
few — it is set within the reach of all." ^ 

Savage ignorance may have sufficed for a stone age ; par- 
tially civilized ignorance, perhaps, was sufficient for a bronze or 
copper age ; elementary education may have done for the spin- 
dle and distaff; or for sickle and scythe ; colleges may do for an 
iron age ; but the age of electricity and aluminum demands all 
that a great university can furnish. 

4. It Would be the Part of Economy for the State to have a Great University. 

A few years ago John Baton, U. S. Comm'r. of Education 

1. Prof. Edward Orton. 



— 48 — 

approved the following estimate of the value of education : 
" The labor of an illiterate is increased in value 25 per cent, 
by teaching him to read and write ; 50 per cent, by fairly edu- 
cating him, and 75 per cent, by giving him a thorough train- 
ing." Upon this basis and the census of 1880, Mr. Eaton esti- 
mated that by teaching 75 per cent, of the illiterates to read 
and write, giving the next 15 per cent, a fair education and 
thoroughly training the remaining 10 per cent, the nation would 
gain $488,757,022. Ohio had 3.6 per cent, of the illiterates of 
the country, and her share in this sum would be over $1,- 
600,000 ; and if all her illiterates were thoroughly educated, it 
would make a difference of over $14,000,000 in her productive 
power upon the same basis. 

Again, between six and seven hundred of the youth of the 
State seek higher education in other States. These carry be- 
yond our borders at least $ 300,000 annually, nearly three- 
fourths of the income of all the colleges and universities of 
the State. If we had a university like Michigan, or Cornell, or 
Harvard, or Columbia, many of these would remain here, and 
what did not remain, would be replaced by students from other 
States. 

" The margin of profits in the competition of modern in- 
dustries is so small and so closely calculated that the best in 
structed people will be the winning people.''"' 

But money saved, or mony got, does not make up the 
wealth of States. 

" Not wells flowing with oil, nor mines teeming with silver 
and gold, nor plains covered with flocks and herds so enrich a 
State as noble men and noble women, equipped by training 
and culture to meet all the demands and high opportunities of 
our Christian civilization." ^ 
5. A Great University Needs a Permanent and Sufficient Income. 

" In this prosperous western life, which increases wealth and 
population at so rapid a pace, the demands on the State Uni- 
versity must constantly and rapidly increase. In these circum- 
stances, for the University to stop growing is to retrograde and 
begin to die." 

In the education demanded by the times " more numerous 
and larger buildings, more apparatus of every kind, and a 

1. James B. Angell. 



— 49 — 

larger teaching force, are constantly required than for the class- 
ical school, and none but the wealthiest institutions in the 
country have found themselves able even passably to meet these 
requirements." Lehigh, University of California, Princeton, 
Boston, Michigan, each have producing funds of $1,000,000 
or over. The income producing funds of Yale in 1887-88, 
amounted to $2,284,589; of Johns Hopkins University, $3,000,- 
000; of Cornell, $4,282,042; of Harvard, $6,519,744; and of 
Columbia, $8,788,910. In these days no university can become 
great in any modern sense with an income of less than $200,- 
000 per year. The lYiCOTXiQ^/rom all sources except benefactions^ 
of Johns Hopki7is^ iJt i88j-88 amounted to $21^^4-80 ; of Uni- 
versity of California^ $266,000 ; of University of Michigan^ 
$2'^g,i'/^; of Cornell^ $2gi,2yi ; of University of Wisconsin^ 
$jig,6ii; of Columbia, $377,546; of Yale, $501,842; and of 
Harvard, $985,954. These eight institutions for the same year 
received over $800,000 in benefactions. 

Oxford, England — "Z^/ us remember that the richest of our 
institutions has an incoine not much larger than that of a single 
one of the twenty -four colleges at Oxford.''"' 

Again, " men of high worth and noble spirit will not long 
work in an institution which is forbidden to grow and improve." 
" It will be suicidal if a prosperous country like this suffers its 
institutions of learning to be manned by men of second rate 
ability because they are cheaper." ^ The faculty of a great 
institution must be paid to make it great. Columbia college 
pays her full professors $7500 per year ; Johns Hopkins, ^5000 ; 
University of Virginia, ^3000, with use of a house ; Brown 
University and Cornell, $2750 ; Amherst, $2500 ; the average 
in Ohio is probably less than ^1500, the highest perhaps 
being ;^2250. 

6. Regular Provision by Taxation is the Best and Most Effective Method of Giv- 
ing Aid. 

The governments of nearly every leading country of the 

world provide by regular taxes for their universities. This 

method has been used at various times by nearly every State 

in the Union, and it has met with the approval of the leadino- 

statesmen of our country. It is the distinctive and settled 

policy of the vigorous States of our great West. It adjusts 

itself to the capacity of the people. It makes a fund that 



— 50 — 

expands with the accumulation of wealth. It grows as the 
people grow, and permits the growth of an institution founded 
on it in accordance with the needs of the people. The burden 
is so light that it is unfelt. It requires the sacrifice of no 
luxury. Although a tax of one-twentieth of a mill would be 
but a mite coming from each of the people of the State, it 
would make a respectable sum — about $90,000. Yet of this, 
the man that paid taxes on 

$200 would contribute but, 
$1,000 



$2,000 

$5,000 

$10,000 

$20,000 

$50,000 

$100,000 

$200,000 

$500,000 

$1,000,000 



; .01 

•05 
.10 

•25 

•50 

1. 00 

2.50 

5.00 

10.00 

25.00 

50.00 



If a university " is to have a wholesome growth, it must 
be conducted on some well-considered plan. It must be so 
supported and administered as to have a certain steadiness of 
life." "To administer an institution with success, it is neces- 
sary not only to have funds but to know beforehand how much 
will be available. Otherwise no definite plans can be formed. 
No new department could be founded. No new professors 
could be elected. For it might happen that in another year 
there would be no money to support them. On the other 
hand, if a given sum is fixed and can be depended on year 
after year, it will be possible to shape the whole policy of the 
University with confidence." ^ 



7. It is the Legal Duty of the State so to Provide for the 
Ohio State University. 

The message of Governor Campbell says : 

OHIO STATK UNIVERSITY. 

The Ohio State University is worthy of your fostering care. 

1. Preiiident, W. H. Scott. 



— 51 — 

Through the liberality of the Federal Government it has re- 
ceived fifteen thousand dollars during the past year, and will 
receive an annually increased amount until the sum reaches 
twenty-five thousand dollars per year. The act appropriating 
said fund requires legislative assent and acceptance by the 
States. The University has made notable progress, and through 
your generous, although somewhat fitful aid, it has become a 
credit to the State. The number of students now crowds its 
capacity, and they are in need of increased facilities. It is 
mortifying to admit that in the encouragement of higher edu- 
cation, Ohio stands twenty-sixth upon the list of States. Some 
effort ought to be made to elevate the State to its proper rank 
in that respect. A permanent and uniform income, large 
enough to stimulate healthy growth, is the most effective 
aid. Many of the States have provided this through a fund 
derived from the addition of a fractional part of a mill to the 
tax duplicate. While the general taxation of the State ought 
not to be increased, many persons are of the opinion that a 
small special tax for the benefit of this University is a burden 
which the people would bear cheerfully for the sake of edu- 
cation and advancement. You might, therefore, very properly 
inquire whether the national gift ought not to be supplemented 
by a permanent fund of such a character. 

At the very inception of the State, her people covenanted 
that " schools and the means of education shall forever be en- 
couraged." In all probability this clause of the ordinance of 
3787 was penned by Dr. Manasseh Cutler. He was a graduate 
of Yale, and when he penned the clause undoubtedly meant it 
to apply to all means of education, both higher and lower, and 
not to mean simply that the means of education should not be 
discouraged^ but that they should be actively encouraged by the 
State. No other man perhaps has done so much for higher edu- 
cation in the West, and in fact for the whole country. For his un- 
tiring energy to secure grants for higher education in Ohio, re- 
sulted in a fixed national policy, that has never yet been departed 
from — the granting of one or two townships for seminary pur- 
poses upon or before the admission of every State into the Union. 
Three of the five States which were formed from the Northwest 
territor}^ interpreted this provision of the Ordinance to mean 
higher education as well as elementary, and declared in their 



— 52 — 

constitutions that their educational systems should be crowned 
by a university supported by the State. This has been the 
uniform interpretation given by all the States receiving semi- 
nary grants since 1825. ^^ custom, therefore, can raise a pre- 
sumption, there is a very strong presumption that every State 
in accepting these seminary grants, by implication at least, 
agreed, to do whatever was necessary for the proper support and 
maintenance of institutions founded on them. The State of 
Ohio itself said : " Institutions for the liberal education of youth 
are essential to the progress of arts and sciences^ important to 
morality, virtue and religion; friendly to the peace ^ order and 
prosperity of society and honorable to the government that en- 
courages and patronizes tliem?'' Here is a virtual acknowledge- 
ment of obligation on the part of the State. The legal pre- 
sumption, therefore, is that the State in accepting a gift of land 
from the national government for the purposes of education, 
agrees to give from its own coffers whatever may be necessary 
properly to carry out the National intent. The State did this in 
the case of the common school lands, and grandly supplemented 
the National gift. It, however, in the case ot the seminary lands, 
given on precisely similar terms, has, until recently, failed to 
supplement the National gift, but has been content to shield 
itself behind the technical terms of the grant, which said that 
the lands were given "for the purposes of an university, to be 
applied to the intended object by the Legislature of the State," 
and strenuously maintained that it had done its whole duty 
when it had applied these lands or their proceeds to the purpos- 
es of an university, whether they were or are sufficient or not. 

The Ohio State University stands on no such uncertain 
foundation of legal presumption. Its relation to the State is 
fixed, definite and certain The State agreed to provide it for a 
certain purpose. The Nation conceived it, but the State was 
required, and agreed, to give it a body. Unlike the seminary 
grants, lands given to the Ohio State University can not be used 
for building a university, but only to operating one, which the 
State is required to build. The fund derived from the sale of the 
lands is to " remain forever undiminished," and the interest is 
to " be inviolably appropriated * * * to the endowment^ support 
and maintenance of at least one college, where the leading object 
shall be, without excluding other scientific and classical stud- 



— 53 — 

ies, and including military tactics, to teach such branches of 
learning as are related to agriculture and the mechanic arts, in 
such manner as the Legislatures of the States may respectively 
prescribe, in order to promote the liberal and practical educa- 
tion of the industrial classes in the several pursuits and profes- 
sions of life." No part of the fund or interest is to be applied 
" to the purchase, erection, preservation, or repair of any 
building or buildings." "Any State which may take and claim 
the benefit of the provisions of this act shall provide within five 
years not less than " one such college. 

" The Nation'' s endowment was not a gift to be expended or 
used by the State at its own will or pleasure. It was an endow- 
ment placed in the hands of the State as trustee. The object of 
the trust and the terms thereof are explicitly declared^'' ^ and the 
State as trustee is subject to all the laws governing trustees. 
The very essence of a trust is confidence — confidence that the 
precise terms of the trust will be fulfilled. The trustee is bound 
to do nothing prejudicial to the benificiary, — is bound to apply 
funds to the specified purposes only, and is bound to follow the 
terms of the declaration to the letter. Endowmeitt is a perma- 
nent fund for support. To support is to hold up or carry on. TO' 
maintain is to keep in a particular state, — to keep in repair. The 
national funds are, therefore, only for operating expenses, — for 
the hire of men and repair of equipment only, not for \h^ pur- 
chase of equipment even, nor for the repair of buildings. What- 
ever else, therefore, is necessary to make a college for the liber- 
al and practical education of the youth of the State, the State 
must do. It must build. It must equip, else it will be unfaith- 
ful to the trust. The State must not only do this, but do it in 
a certain way, — it must provide for the teaching of branches 
relating to agriculture and mechanic arts " in order to promote 
the liberal and practical education of the industrial classes in 
the several pursuits and professions of life." Whenever a trus- 
tee holds a farm to be farmed for the benefit of another, he is 
not permitted to farm as the aborigines did, but he must farm 
in accordance with the most approved methods of husbandry 
in the vicinity. So a State that agrees to provide a liberal and 
practical education in branches relating to agriculture and me- 
chanic arts is bound to do so, in a manner such as the best 

1. Pres. W. Q. Scott, 



— 54 — 

thought of the time indicates. If the State now should rent 
half a dozen Greek books, and place them, with a professor in 
rented log-house, it would not fulfill its promise to provide a 
college for the liberal education of its people. 

Neither would it be fulfilling its duty of providing such a 
college for practical education, if it added to the professor in 
the log house, a farmer with his team and plow, and a carpen- 
ter with his hand-saw. The trustee must fulfill the trtist in ac- 
cordance zvith the best methods the times afford. " A liberal edu- 
cation requires an acquaintance with scientific methods, with 
the modes ot inquiry, of observation, of comparison, of eliminat- 
ing error and of ascertaining truth, which are observed by 
modern investigators." ^ 

Practical education requires the education of the brain, 
the eye, the tongue and the hand. It must provide for the 
work of the world. " The student is not to learn of instru- 
ments of precision ^-k * * by merely looking at them through 
glass doors. With his own eye he must scan the miracles of 
organization ; with his own hand he must repeat or make the 
measure of star or monad. He must show the iron-master the 
value of the ore that looks worthless, or the worthlessness of 
the ore that looks valuable. He must give the engineer the 
limits of the bolt or beam, within which safety can be assured." ^ 
All these require libraries, apparatus, observatories, laborato- 
ries, machines, museums, work-shops. These are costly. 
The State alone is equal to the task of furnishing them. The 
physical labratory at Zurich took $200,000, and the chemical 
labratory, $267,000, from the public treasury of Switzerland. 
The Polytechnic school at Charlottenburg, Prussia, cost ^4,000,- 
000. 

The State will never have performed her legal duty to her- 
self or her sons a7id daughters as the beneficiaries of the National 
gift until she builds here as great as can be found anywhere. 

Selwyn N, Owen, when Chief Justice of the Supreme 
Court of Ohio, in an address in 1887, stated the relation of the 
State to this institution as follows : " The State of Ohio has, 
by every token ivhich can proclaim her legitimate maternity, declared 
the Ohio State University to be her child, ****** Having 

1. Pres. D. C. Gilman. 

2. Pres. Edward Orton. 



— 55 — 

started this great school upon her march in the ranks of the leading 
educational institutions of the land, the State of Ohio will dishonor 
herself — / measure my words, Mr, President — the State of Ohio 
will dishonor herself if she permits this school to lag or loiter in the 
march. ***** >i^ The State bears the same relation to this 
school that the public sustains to the district schools. The public faith, the 
fTublic revenues, the public honor, are just as surely pledged to the success 
of the "0. 8. U." as they are to our common schools. She has conferred 
upon this school — the "O. S. U." — her own name, and thereby 
pledged herself to see to it that an institution worthy a great name 
and a great State shall flourish here. * * * You can conceive of 
no one agency so potent in maintaining the high rank which our 
State has achieved in the sisterhood of States as a well endowed, 
prosperous, thoroughly equipped university.'' 

No nobler expression of the State's duty has ever been 
given than that of ex-President A. D. White, of Cornell : 

" The main provision for advanced education in the United States must be 
made by the people at large acting through their legislatures to endow and main- 
tain institutions for the higher instruction, and free from sectarian control." 

"The past history and present condition of higher education in the United 
States raises a strong presumption in favor of making it a matter for public civil 
action, rather than leaving it mainly to the prevailing system of sectarian devel- 
opment." 

" Careful public provision by the people for their own system of advanced in- 
struction is the only republican and the only democratic'method." 

" Public provision, that is, the decision and provision by each generation as 
to its own advanced education, is, alone, worthy of our dignity as citizens" 

" By public provision can private gifts be best stimulated." 

" By liberal public grants alone can our private endowment be wisely di- 
rected or economically aggregated." 

" Our existing public school system leads logically and necessarily to the en- 
dowment of advanced instruction." 

" Not only does a due regard for the material prosperity of the nation demand 
a more regular and thorough public provision for advanced education, but our 
highest political interests demand it." 

" It is a duty of society to itself, a duty in the highest sense, a duty which it 
cannot throw off, to see that the stock of genius and talent of each generation 
shall have opportunity for development, that it may Increase the world's stock 
and aid in the world's work." 



SEP 13 1900 



LIBRARY OF CONGRESS 




